Biology Teaching and Learning and Achievement of Learning Outcomes in Secondary Schools in Nairobi City County, Kenya
| dc.contributor.author | Osugo, Moraa Roseline | |
| dc.date.accessioned | 2026-03-11T08:37:30Z | |
| dc.date.available | 2026-03-11T08:37:30Z | |
| dc.date.issued | 2025-12 | |
| dc.description | A Research Thesis Submitted in Fulfillment of the Requirements for the Award of the Degree of Doctor of Philosophy (Curriculum Studies) In the School of Education and Lifelong Learning, Kenyatta University. December, 2025 Supervisors Charles M. Magoma Ephantus Kaugi | |
| dc.description.abstract | Researchers identify Biology as an important scientific discipline that contributes to vital scientific innovations such as genetic engineering and medicine. Despite this significance, examination reports in Kenya indicate that from 2013 to 2023, students have continually achieved low outcomes in Biology in the National Examinations. This, therefore, implies that there could be challenges in the teaching and learning of Biology, resulting in poor learning outcomes. Hence, this study sought to establish how the teaching of Biology influences students’ learning and achievement of learning outcomes. The specific objectives were to: assess the utilization of teaching and learning resources in Biology teaching and its influence on the achievement of learning outcomes; evaluate the application of Biology teaching in everyday life and its influence on the achievement of learning outcomes; assess the pedagogical techniques used in Biology teaching and its influence on the achievement of learning outcomes and; examine the integration of ICT in Biology teaching and its influence in the achievement of learning outcomes. The study employed mixed-methods research approach using explanatory sequential design. This study was guided by two theories, namely: Zone of Proximal Development Theory and Scaffolding Theory, and Social Constructivism Theory. The study started with a survey followed by qualitative study of selected schools in accordance with the findings of the survey. The study locale was Nairobi City County, where it targeted 114 public secondary schools. The sample size was 114 for the quantitative phase and 57 for the qualitative phase. Data was collected using questionnaires, in-depth interview guides, Focused Group Discussion (FGD) guide and class observation guide. The study respondents were: Biology teachers, students and Biology specialists from: Kenya Institute of Curriculum Development (KICD), Centre for Mathematics, Science and Technology Education Africa (CEMASTEA) and Lecturers of Biology education at Kenyatta University (KU). The findings of the study were: utilization of teaching and learning resources in Biology teaching was inadequate and could only enhance achievement of low order cognitive, basic science process skills and poor attitude learning outcomes; application of Biology to everyday life was insufficient and hence influenced achievement of low order cognitive outcomes, basic science process skills and lack of interest in Biology learning outcomes; ICT integration was unsatisfactory and enhanced achievement of low order cognitive outcomes, inadequate skills outcomes and low interests in Biology. The study concluded that teaching of Biology was deficient. This study therefore recommends that teacher training institutions should organize for innovative approaches to train teachers on active pedagogy, science process skills, the nature of science and ICT integration; KICD should ensure that curriculum guidelines are intentional on pedagogical techniques, the science process skills and the nature of science. | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/32692 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Biology Teaching and Learning and Achievement of Learning Outcomes in Secondary Schools in Nairobi City County, Kenya | |
| dc.type | Thesis |